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The Nurse Educator's Guide to Assessing Learning Outcomes

by: McDonald, Mary E.

The Nurse Educator's Guide to Assessing Learning Outcomes

by: McDonald, Mary E.

ISBN 13:
9780763740238
ISBN 10:
0763740233
Edition: 2nd
Format: Paperback
Copyright: 03/15/2007
Publisher: Jones & Bartlett Learning
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Summary

The new edition of this award winning text helps address the increased pressure that the NCLEX and other certification exams are placing on nursing students and faculty. The Nurse Educator's Guide to Assessing Learning Outcomes, 2 nd Edition guides classroom educators through the process of developing effective classroom exams and individual test items. The revised and updated edition of this award winning text includes new chapters on: · Creating items to prepare students For The new NCLEX · the Language of Assessment · Developing Instructional Objectives · Assessing Critical Thinking · Instituting Item Banking and Test Development Software! Used increasingly in nursing education tracks at the MSN level, this new text will help new educators and faculty veterans succeed in an environment increasingly focused on assessing learning outcomes! View Sample Chapters!

Acknowledgments	p. iii
Preface	p. xiii
The Role of Assessment in Instruction	p. 1
The Process of Assessment	p. 1
Ethical Responsibility	p. 3
Assessment and Self-Efficacy	p. 3
Assessment Inadequacy	p. 4
Assessment Competency Standards	p. 5
The Need for a Systematic Approach to Assessment	p. 7
Assessment Instruments	p. 7
Summary	p. 8
The Language of Assessment	p. 9
Assessment	p. 9
Measurement	p. 10
Evaluation	p. 11
Formative Evaluation	p. 12
Summative Evaluation	p. 12
Instructional Objectives	p. 13
Learning Outcomes	p. 13
Blueprint	p. 13
Item Bank	p. 14
Test	p. 14
Interpreting Test Scores	p. 15
Criterion-Referenced Tests	p. 15
Norm-Referenced Tests	p. 16
High-Stakes Tests	p. 17
Grade	p. 18
Test Bias	p. 18
Reliability	p. 19
Validity	p. 20
Evidence Based on Test Content	p. 21
Evidence Based on Response Processes	p. 22
Evidence Based on Internal Structure	p. 23
Evidence Based on Relation to Other Variables	p. 24
Evidence Based on the Consequences of Testing	p. 25
Face Validity	p. 25
Basic Test Statistics	p. 26
Summary	p. 26
Developing Instructional Objectives	p. 27
Role of Objectives	p. 28
Focus of Instructional Objectives	p. 29
Stating Instructional Objectives	p. 30
Specific Objectives	p. 30
General Objectives	p. 31
Learning Outcomes	p. 32
Mastery (Performance) Objectives	p. 34
Developmental Objectives	p. 35
Framework for Writing Objectives	p. 37
Number of Objectives	p. 38
Number of Learning Outcomes	p. 39
Taxonomies	p. 41
Using Instructional Objectives	p. 43
Criteria for Effective Objectives	p. 46
Complete	p. 46
Appropriate	p. 46
Sound	p. 46
Feasible	p. 47
Relevant	p. 47
Open-Ended	p. 47
Delineate Student Behavior	p. 47
Shared with Students	p. 48
Summary	p. 48
Assessing Critical Thinking	p. 49
Accreditation Outcomes	p. 49
Establishing Evidence of Validity	p. 50
Defining Critical Thinking in Nursing	p. 50
Sample Definition of Critical Thinking in Nursing	p. 51
Instructional Objectives and Learner Outcomes	p. 52
Behaviors Associated with the Characteristics of Critical Thinking	p. 53
Possesses an Analytical Attitude	p. 53
Demonstrates Sensitivity to Context	p. 54
Questions Assumptions	p. 54
Bases Inquiry on Credible Sources	p. 55
Considers a Variety of Solutions	p. 55
Pursues Ongoing Evaluation	p. 56
Tri-Level Critical Thinking Objective	p. 56
Critical Thinking Assessment Plan	p. 57
Multiple-Choice Exams and Critical Thinking	p. 59
Summary	p. 61
Implementing Systematic Test Development	p. 63
Initiating Test Development	p. 63
Scheduling a Semester's Exams	p. 64
Identifying the Purpose of the Test	p. 64
Determining the Length of the Test	p. 66
Selecting What to Test	p. 66
Selecting the Appropriate Assessment Format	p. 67
Weighting the Content and Course Objectives	p. 69
Developing a Test Blueprint	p. 71
Reviewing the Blueprint	p. 73
Preparing Students for a Test	p. 74
Sharing the Blueprint with Students	p. 74
Pop Quizzes	p. 75
Determining How Difficult a Test Should Be	p. 75
Summary	p. 79
Selected-Response Format: Developing Multiple-Choice Items	p. 81
Advantages of Multiple-Choice Items	p. 82
Limitations of Multiple-Choice Items	p. 82
Relevance of Multiple-Choice Items	p. 83
Item Writing Logistics	p. 83
Style Guide	p. 84
Electronic Item Development	p. 84
Multiple-Choice Format	p. 85
Stem Formats	p. 86
Question	p. 86
Completion	p. 86
Item Writing Guidelines	p. 87
General Guidelines	p. 88
Characteristics of Effective Stems	p. 91
Qualities of Effective Options	p. 95
Developing the Correct Answer	p. 103
Designing Effective Distractors	p. 105
Characteristics to Avoid	p. 109
Alternate National Council Licensure Examination (NCLEX) Items	p. 115
Fill in the Blank	p. 116
Point and Click	p. 117
Multiple Response	p. 117
Chart/Exhibit	p. 118
Drag and Drop	p. 118
Item Rationale	p. 119
Question Difficulty	p. 119
Framing Questions in Terms of the Nursing Process	p. 120
Item Shells	p. 121
Peer Review	p. 123
Summary	p. 123
Writing Critical Thinking Multiple-Choice Items	p. 125
Characteristics of Critical Thinking Items	p. 125
Sequential Reasoning	p. 126
Language	p. 127
Best Answer Format	p. 129
Novel Problems	p. 129
Applying Learning Outcomes	p. 131
Critical Thinking and the Nursing Process	p. 133
Summary	p. 134
Selected-Response Format: Developing True-False and Matching Items	p. 135
The True-False Item Format	p. 135
Advantages of the True-False Item Format	p. 136
Disadvantages of the True-False Item Format	p. 136
Guidelines for Developing True-False Items	p. 137
Characteristics of Effective True-False Items	p. 138
Flaws to Avoid With True-False Items	p. 141
Forms for True-False Item Writing	p. 144
Types of True-False Items	p. 144
Matching Exercise	p. 148
Advantages of the Matching Exercise	p. 149
Disadvantages of the Matching Exercise	p. 149
Guidelines for Developing Matching Exercises	p. 149
Summary	p. 151
Constructed-Response Format: Developing Short-Answer and Essay Items	p. 153
Short-Answer Item Format	p. 154
Advantages of the Short-Answer Item Format	p. 154
Disadvantages of the Short-Answer Item Format	p. 154
Guidelines for Developing Short-Answer Items	p. 154
Characteristics of Effective Short-Answer Items	p. 155
Essay Question Format	p. 159
Forms of Essay Questions	p. 159
Advantages of the Essay Question	p. 162
Disadvantages of the Essay Question	p. 162
Guidelines for Developing Essay Items	p. 163
Suggestions for Scoring Essay Items	p. 164
Developing Essay Items to Assess Critical Thinking	p. 164
Scoring Rubrics	p. 166
Holistic Scoring Rubrics	p. 166
Analytic Scoring Rubric	p. 166
Developing Scoring Rubrics	p. 167
Summary	p. 169
Assembling, Administering, and Scoring a Test	p. 171
Assembling a Test	p. 171
Arranging Items	p. 172
Editing and Proofreading	p. 174
Formatting	p. 175
Providing Directions	p. 177
Reproducing	p. 180
Maintaining Security	p. 181
Administering a Test	p. 182
Computer Test Administration	p. 182
Physical Environment	p. 184
Psychological Environment	p. 184
Academic Dishonesty	p. 185
Scoring a Test	p. 190
Scoring a Classroom Exam	p. 190
Statistical Analysis	p. 191
Student Review	p. 192
Summary	p. 193
Preparing Students for the Licensure Exam: The Importance of NCLEX	p. 197
The NCLEX Application Process	p. 198
Development of the NCLEX	p. 198
The NCLEX Practice Analyses	p. 198
The NCLEX Test Plan	p. 199
NCLEX Item Development	p. 201
Characteristics of NCLEX Items	p. 202
Cognitive Levels	p. 202
Critical Thinking Ability	p. 202
Alternate Formats	p. 202
Characteristics of the NCLEX	p. 203
CAT Format	p. 203
Passing Standard	p. 204
Logits	p. 205
Examination Length	p. 205
Preparing Nursing Students for the NCLEX	p. 207
Curriculum Focus	p. 207
NCLEX Test Plan Consideration	p. 207
Classroom Test Development	p. 208
Cross-Referencing the NCLEX Test Plans	p. 209
Cross-Referencing for Integrated Processes	p. 210
Standardized Examinations	p. 211
Progression Policies	p. 213
NCLEX Predictor Exit Exams	p. 213
Facilitating Student Success	p. 217
NCLEX Prep Courses	p. 218
Summary	p. 219
Establishing Evidence of Reliability and Validity	p. 221
Reliability	p. 222
Measures of Reliability	p. 222
Factors Affecting the Reliability Coefficients of Classroom Exams	p. 226
Homogeneity of the Test Content	p. 228
Measurement Error	p. 231
Validity	p. 234
Content Validity Index	p. 234
Interpretation of the Validity Coefficient	p. 235
Summary	p. 236
Interpreting Test Results	p. 237
Overall Test Data Analysis	p. 238
Measures of Central Tendency	p. 239
Measures of Variability	p. 241
Reliability Coefficient	p. 242
Standard Error of Measurement	p. 243
Mean p Value	p. 244
Mean Biserial	p. 245
Score Distribution	p. 245
Histogram	p. 246
Individual Item Analysis	p. 248
Assigning Test Scores	p. 251
Flawed Items	p. 251
Returning Scores to Students	p. 253
Summary	p. 253
Laboratory and Clinical Evaluation	p. 253
Relevance of Objectives	p. 253
Elements of the Clinical/Laboratory Experience	p. 254
Identification of Clinical Action Elements	p. 255
Identifying Objectives and Outcomes	p. 256
Assessing Learning Needs	p. 256
Planning Clinical Learning Experiences	p. 257
Instructing and Evaluating	p. 257
The Professional Role	p. 259
Designing and Using a Performance Tool	p. 259
Using a Taxonomy	p. 259
Assessment of Mastery Learning	p. 261
Assessment of Developmental Learning	p. 263
Portfolio Assessment	p. 265
Implementing a Clinical Evaluation Tool	p. 266
Summary	p. 267
Assigning Grades	p. 269
Grading Principles	p. 269
Philosophy of Grading	p. 271
What Meaning Should Each Grade Symbol Carry?	p. 271
What Should Failure Mean?	p. 273
What Elements of Performance Should Be Incorporated in a Grade?	p. 273
How Should the Grades in a Class Be Distributed?	p. 273
What Components Should Go Into a Final Grade?	p. 274
How Should the Components of the Grade Be Combined?	p. 274
What Method Should Be Used to Assign Grades?	p. 274
Should Borderline Cases Be Reviewed?	p. 274
What Other Factors Should Influence the Grading Policy?	p. 275
Developing a Grading Plan	p. 275
Weighting Components of a Grade	p. 275
Pass/Fail Grading	p. 281
Adjusting Grades	p. 281
Scaling Grades	p. 282
Giving Extra Credit	p. 282
Dropping the Lowest Grade	p. 282
Summary	p. 283
Instituting Item Banking and Test Development Software	p. 285
Establishing an Item Bank	p. 286
Editing Items	p. 287
Selecting a Test Development Software Program	p. 291
Hardware Requirements	p. 292
Item Banking Facility	p. 295
Item Importing and Exporting	p. 295
Word Processing	p. 296
Item Classification	p. 296
Supplemental Fields	p. 297
Test Assembly	p. 297
Scoring and Reporting	p. 298
Storage of Item Date History	p. 299
Grade Book Facility	p. 299
Cost	p. 300
Implementing Test Development Software	p. 302
Appointing Test Bank Administrators	p. 302
Establishing Procedures	p. 303
Incorporating Textbook Item Banks	p. 304
Summary	p. 306
References	p. 309
Appendices	p. 319
Basic Test Statistics	p. 319
Basic Style Guide	p. 321
References	p. 327
Targeting Cognitive Levels for Multiple-Choice Item Writing	p. 329
Sample Item Stems for Phases of the Nursing Process	p. 333
Assessment	p. 333
Analysis	p. 334
Planning	p. 335
Implementation	p. 335
Evaluation	p. 336
Steps for Implementing a Systematic Assessment Plan	p. 339
Relationship of Critical Thinking Characteristics to the Nursing Process	p. 341
Index	p. 345
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

The Nurse Educator's Guide to Assessing Learning Outcomes

The Nurse Educator's Guide to Assessing Learning Outcomes

9780763740238

0763740233

Summary

Table of Contents

Supplemental Materials

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Amazon no longer offers textbook rentals. We do!

The Nurse Educator's Guide to Assessing Learning Outcomes

The Nurse Educator's Guide to Assessing Learning Outcomes

9780763740238

0763740233

Summary

Table of Contents

Supplemental Materials

Write a Review

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